How to design tangible learning experiences: A literature review about science exhibit design

Research output: Contribution to book/conference proceedings/anthology/reportConference contributionContributed


Designing science exhibits that promote visitor engagement and learning remains a challenge. While theoretical models about visitor learning has been thor-oughly addressed in the academic literature, there is little empirical knowledge about actual exhibit design. This takes place in a landscape of rapidly developing interaction technologies, while the demand for inclusion and equity measures increases. This lit-erature review aims at bridging knowledge from across various disciplines to offer a recent and comprehensible overview, providing a new status quo for further research and practice in exhibit design. Beginning with a definition and introduction of central terms and theoretical constructs around informal learning and visitor experience, the paper continues with a chronological overview of exhibit design research. Finally, a comprehensive female-promoting science exhibit design framework is presented, and major research gaps are identified.


Original languageEnglish
Title of host publicationProceedings of the Design Research Society Conference 2022 (DRS2022)
PublisherDesign Research Society
Number of pages14
ISBN (print)978-1-91229-457-2
Publication statusPublished - 25 Jun 2022


TitleDesign Research Society Conference 2022
Abbreviated titleDRS 2022
Duration25 June - 3 July 2022
LocationUniversity of the Basque Country (UPV/EHU)

External IDs

unpaywall 10.21606/drs.2022.195
ORCID /0000-0001-7033-7870/work/142238498
ORCID /0000-0002-4884-6713/work/142254044